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   <h1>UBACyT research projects</h1>
   <h3>Starting date of the project<br />
   </h3>
   <p class="tabulado">July 1, 2010</p>
   <h3>Ending date of the project<br />
   </h3>
   <p class="tabulado">June 30, 2012</p>
   <h3>Code </h3>
   <p class="tabulado">20020090200239</p>
   <h3>Type of project</h3>
   <p class="tabulado"> Group&nbsp;training </p>
   <h3>Title</h3>
   <p class="tabulado">Critical incidents analysis in training teachers in Law.</p>
   <h3>Director</h3>
   <p class="tabulado">Rebeca Anijovich</p>
   <h3>Codirector</h3>
   <p class="tabulado">Graciela Laura Cappelletti </p>
   <h3>Contact</h3>
   <p class="tabulado"><a href="mailto:ra@anijovich.net">ra@anijovich.net</a></p>
   <p>&nbsp;</p>
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         <td colspan="3" align="center"><strong>MEMBERS</strong></td>
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         <td align="center" valign="middle" width="12%"><strong>N&deg;</strong></td>
         <td align="center" valign="middle" width="22%"><strong>Name</strong></td>
         <td align="center" width="53%"><strong>Category</strong></td>
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         <td align="center" valign="middle">1</td>
         <td align="center" valign="middle">Elizabeth Edith Gothelf </td>
         <td align="center"> Investigator&nbsp;in training </td>
       </tr>
       <tr>
         <td align="center" valign="middle">2</td>
         <td align="center" valign="middle"> Silvia Clara Mora</td>
         <td align="center"> Investigator&nbsp;in training </td>
       </tr>
       <tr>
         <td align="center" valign="middle">3</td>
         <td align="center" valign="middle"> Mar&iacute;a Jos&eacute; Sabelli</td>
         <td align="center"> Investigator&nbsp;in training </td>
       </tr>
       <tr>
         <td align="center" valign="middle">4</td>
         <td align="center" valign="middle"> Celia Sigal</td>
         <td align="center"> Investigator&nbsp;in training </td>
       </tr>
       <tr>
         <td align="center" valign="middle">5</td>
         <td align="center" valign="middle">Marianela Irene Giovannini </td>
         <td align="center"> Technical&nbsp;support </td>
       </tr>
       <tr>
         <td align="center" valign="middle">6</td>
         <td align="center" valign="middle"> Emmanuel Alfredo Lista</td>
         <td align="center"> Technical&nbsp;support </td>
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   <p>&nbsp;</p>
   <p><strong>Keywords</strong></p>
   <p class="tabulado">&nbsp;</p>
   <p><strong>Abstract</strong></p>
   <p class="tabulado">The starting point of our thesis is that it is imperative to generate the conditions for the training of reflective practitioners. This involves recognising that the production of knowledge about what constitutes good teaching is not only the exclusive property of research departments ate universities but is also related to the analysis of teaching practice. When a teacher plans, executes and evaluates their classes, they will bring into play some knowledge acquired during the initial training, and which they continue to acquire during their professional life. Profound reflection on teaching practices can be a key factor in the improvement of their teaching and may provide e the basis axis on which they continue to deepen their knowledge if they internalise this approach to their work. This approach to reflective practice considers the teacher to be an active professional. It aims to combine investigation and the production of knowledge about teaching with their daily experiences and a theoretical frame of reference. The project study has two main objectives: &ndash; To highlight and systematise the critical incident mentioned by the students who are carrying out a teacher training in the Law department, in order to raise awareness by analysing the contents of their reflections. &ndash; To suggest strategies for the analysis of the critical incidents which contribute to the development of the reflective process of the teacher training students in line with the most recent international theoretical trends. These lines of investigations impacts on the current in &ndash; service teacher training programmes, in which the students are asked to record the narrative of the class or to identify the dilemmas which they have encountered in their teaching practice. By putting thoughts and ideas into words within a framework shared with other colleagues, it is possible to raise awareness of the teaching process. Writing from this perspective enables the beginning of a process of self &ndash; reflection. </p>

   
   
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